教师实施身份项目与美国高中生种族-种族身份探索的增加有关
Adriana J Umaña-Taylor1, Michael R Sladek2, M Dalal Safa3
1Harvard University, Cambridge, USA. Adriana_umana-taylor@gse.harvard.edu.
Journal of youth and adolescence
|February 28, 2024
概括
教师可以有效地提供身份项目,这是一个以学校为基础的种族身份干预,促进青少年的种族身份探索. 这种方法支持计划的可扩展性和积极的青年发展.
科学领域:
- 青少年心理学 青少年心理学
- 教育干预教育干预
- 民族种族认同发展 民族种族认同发展
背景情况:
- 民族种族认同的形成对于积极的青年发展至关重要.
- 身份项目是一项以学校为基础的干预,当研究人员领导时,它显示出有效性.
- 教师领导的实施的有效性仍然未被探索.
研究的目的:
- 调查教师实施的身份项目对青少年种族-种族身份探索的影响.
- 评估与研究人员交付相比,教师交付是否影响干预结果.
- 为可扩展性传播种族-种族身份干预提供证据.
主要方法:
- 一个准实验性设计,涉及180名青少年 (年龄15岁) 在学校环境.
- 教师们实施了身份项目干预.
- 测试前和测试后的措施评估了种族和种族身份的探索.
主要成果:
- 从测试前到测试后,观察到种族-种族身份探索的显著增加.
- 结果在各种学生人口统计 (性别,种族,移民身份) 和社会化环境中一致.
- 教师主导的实施证明了与研究人员主导的计划相比的有效性.
结论:
- 美国的教育工作者可以接受培训,以有效地实施身份项目.
- 教师主导的传播促进了项目扩展,并可能提高青少年的成绩.
- 这种模式提供了一个有希望的战略,用于在学校广泛的民族种族认同支持.
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